This article analysed gender disparities in Pakistan focusing on access to primary education and women's education in light of National Education policies from 1947 to 2017 to achieve universal primary education. This study aimed to trace the evolution of National Education policies (1947–2017) in the attainment of universal primary education and gender disparities in Primary education in Pakistan. A qualitative document analysis technique was employed to extract relevant data related to policy objectives, strategies, and targets of primary education, gender disparities, and women's education. The quantitative data was extracted from the Pakistan Economic Survey 2022–2023, Pakistan Education Statistics 2020–2021, and all National Census 1951, 1961, 1972, 1981, 1998, and 2017. The study found that education policies highlighted the importance of primary education but did not dedicate larger sections to women's education in the first 40 years. The recent education policies addressed the importance of women's education for achieving gender parity. These findings, which stem from a review of national education policies' documents, are in line with the findings drawn from the quantitative data extracted from authoritative reports which stated that significant gender disparities existed in the numbers of primary schools, access to primary education, and students' enrolments throughout the history of Pakistan. The study also found significant gender disparities in the number of primary schools per 100,000 children, with male students comparatively attending schools more than female students. The study found consistent gender disparities in primary education enrolment in Pakistan with notable progress in recent years but have not been able to eliminate these disparities. Gender disparity is evident in literacy rate, gross enrolment rate (GER), and net enrolment rate (NER). The study recommended that the revision of existing policies and formulation of new education policies should be based on comprehensive documentation on women's education and its impact on the economy, literacy rate, and universal primary education.

中文翻译：

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普及初等教育中的性别差异：巴基斯坦妇女教育和政策影响分析（1947-2017）

本文根据 1947 年至 2017 年国家教育政策，分析了巴基斯坦的性别差异，重点关注初等教育机会和妇女教育，以实现普及初等教育。本研究旨在追踪巴基斯坦国家教育政策（1947-2017）在实现普及初等教育和初等教育中的性别差异方面的演变。采用定性文件分析技术来提取与初等教育、性别差异和妇女教育的政策目标、战略和目标相关的数据。定量数据取自《2022-2023年巴基斯坦经济调查》、《2020-2021年巴基斯坦教育统计》以及1951年、1961年、1972年、1981年、1998年和2017年所有全国人口普查。研究发现，教育政策强调了初等教育的重要性但并没有用更多的篇幅来讨论头 40 年中的妇女教育。最近的教育政策强调了妇女教育对于实现性别平等的重要性。这些研究结果源于对国家教育政策文件的审查，与权威报告中提取的定量数据得出的结论相一致，这些报告指出，小学数量、接受初等教育的机会和接受教育的机会等方面存在着显着的性别差异。巴基斯坦历史上的学生入学情况。研究还发现，每10万名儿童的小学数量存在显着的性别差异，男学生的入学率相对高于女学生。研究发现，巴基斯坦小学教育入学率始终存在性别差异，近年来取得了显着进展，但未能消除这些差异。识字率、毛入学率（GER）和净入学率（NER）方面的性别差异很明显。研究建议，现有政策的修订和新教育政策的制定应以关于妇女教育及其对经济、识字率和普及初等教育的影响的全面记录为基础。